Abstract
Literature has shown that portfolio assessment is meaningful for supporting student-teachers� language and teaching skills. However, integrating portfolio assessment and Multi-layered Peer Coaching (MPC) is still scarcely done. To fill in this empirical void, this study elaborates the implementation of portfolio assessment in Micro Teaching class integrated with MPC. This is a case study with 22 pre-service teachers and one teacher educator as data sources. The data were collected through observation and documentation, and analyzed by using interactive model of analysis. It reveals that the artifacts of portfolio are dominated by collaboration-based products, comprising 13 artefacts. This portfolio may be developed to accommodate alternative assessment in Micro Teaching Class.
Highlights
Building teacher capacity and professional culture is demanded to improve and sustain professional practices
Case study is a study focusing on a contemporary phenomenon which does not need the control from the researcher (Yin, 2003)
The researcher explored the phenomenon of portfolio assessment and Multilayered Peer Coaching in a Micro Teaching class
Summary
Building teacher capacity and professional culture is demanded to improve and sustain professional practices. In some schools, the former is still hard to obtain. The former is still hard to obtain The latter is even harder in those schools. Minimal resources and other supports, unsupportive socio-cultural background of students does not even stimulate them to strive to improve their professionalism. They may be tired of making efforts to the learning improvement or they do not know what to do with all those problems
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